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www.HFRP.org

The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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21st Century Community Learning Centers Program—Mobile Magnet After School Program

This afterschool program in Sumter County, South Carolina, is designed to increase academic achievement, self-esteem, and telecommunications and technology skills.

(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)

Clemson University’s Youth Learning Institute and System Wide Solutions, Inc. (2005). Evaluation of the Mobile Magnet After-School Program In Sumter County School Districts 2 and 17 for the academic year 2004–2005. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/des/ed_4.html

21st Century Mathematics Center for Urban High Schools

Begun as a pilot in 1989 in Philadelphia, Pennsylvania, this summer mathematics program provides a model for upgrading the mathematics skills of urban high school students.

(Science/Technology/Mathematics, Tutoring/Extra Instruction)

Riley, A. H. J. (1997). Student achievement and attitudes in mathematics: An evaluation of the Twenty-First Century Mathematics Center for Urban High Schools (Unpublished doctoral dissertation). Temple University, Philadelphia.

4-H Great Lakes Natural Resources Camp

This pre-college program is held annually in Presque Isle, Michigan. The program gives teens aged 13–15 opportunities to increase awareness, appreciation, and understanding of natural resources ecology and management; learn to enjoy, teach about, and provide leadership in natural resources, especially the aquatic environment and the Great Lakes; be motivated and see value in becoming good stewards in local natural resources projects; and develop career and personal interests in natural resources ecology and management.

(Science/Technology/Mathematics, Vocational Education, Youth Leadership)

Suvedi, M., & Dann, S. L. (1992). The 4-H Great Lakes Natural Resources Camp: A follow-up study. East Lansing, MI: AEE Center for Evaluative Studies.

4-H Robotics— Nebraska

This statewide initiative in Nebraska offers lessons to children ages 7–11 through after school 4-H clubs focused on teaching participants about robotics.

(Digital Media and Learning, Science/Technology/Mathematics)

Barker, B. & Ansorge, J. (2007). Robotics as means to increase achievement scores in an informal learning environment. Journal of Research on Technology Education, 39(3), 229–243.

Barker. S. B., Nugent, G., Grandgenett, N., & Hampton, A. (2008). Examining 4-H Robotics in the learning of science, engineering and technology topics and the related student attitudes. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf

Barker. S. B., Grandgenett, N., Nugent, G., & Adamchuk, V. I. (2010). Robots, GPS/GIS, and programming technologies: The power of "digital manipulatives" in youth Extension experiences. Article Number 1FEA7. Journal of Extension, 48(1). www.joe.org/joe/2010february/a7.php

4-H/Missouri Department of Elementary and Secondary Education After School Computer Lab Project

Begun in 1998, this project assists Missouri schools and other community organizations to develop computer-based after school programs for elementary through junior high school youth. The primary purpose is to create a supervised and supportive environment that encourages youth to play computer games that have positive educational content.

(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)

Benesh, C., & Pabst, B. (2003). Playing to learn: An evaluation of the participation of upper elementary and middle school students in Missouri recreational computer lab programs. Columbia: University of Missouri Columbia Outreach & Extension.

Henness, S., & Brown, S. J. (2004). Brightening horizons: The impact of after school programs on children's computer skills. Columbia, MO: University of Missouri Columbia Outreach & Extension.
mo4h.missouri.edu/programs/computer/

Accelerated Science Achievement Program—Texas

The purpose of this initiative is to implement afterschool and summer-school programs designed to increase 10th and 11th grade student science achievement at under-performing schools in Texas.

(Multi-Component/Comprehensive, Science/Technology/Mathematics)

Coneway, C., & Alderete, K. (2006). Texas Accelerated Science Achievement Program: Summary report, 2005–2006. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_2005_06_TXASAP_Feedback_Rpt_082906.pdf

Pazera, C. (2010) Texas Accelerated Science Achievement Program: Summary report, 2008–2009. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_08-93_TXASAP_final_eval.pdf

ACE Mentor Program

This national mentoring program pairs middle and high school students with members of the community working in the architecture, construction, and engineering fields.

(Mentoring, Science/Technology/Mathematics)

ACE Mentor Program. (2010). The Ace Mentor Program works! Stamford, CT: Author. www.acementor.org/wsc_content/pics/user_upload/ACE%20brochure_FINAL.pdf

After-School Math PLUS (ASM+)

This program, which was piloted in New York, New York, and St. Louis, Missouri, in 2004, uses the field of informal education as a venue for underserved youth in grades 3–8 to develop positive attitudes, build conceptual knowledge, and sharpen skills in math.

(Academic/Enrichment, Family/Community Involvement, Science/Technology/Mathematics)

Academy for Educational Development (2005). After-School Math PLUS (ASM+): First year evaluation report. New York: Author.

After-School Programs Exploring (APEX) Science

In operation 2004–2007, this after school project run by the Miami Museum of Science and Planetarium was designed to enhance the capacity of community-based organizations to deliver quality science after school programming for children ages 5–10 in Miami, Florida.

(Science/Technology/Mathematics)

Institute for Learning Innovation. (2008). Year three summative evaluation. Miami, FL: Miami Science Museum.

American Indian Math Project

Initiated in 2007 at a school in Minneapolis, Minnesota, this project aims to increase the math scores, school connectedness, and capacity to become productive adults of American Indian students in grades 5–10 through culturally relevant after school and family activities.

(Culture/Heritage, Family/Community Involvement, Science/Technology/Mathematics)

Pierce, A., & Gaona, M. (2008). American Indian Math Project: Annual evaluation report. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=4&tx_ttnews[tt_news]=2093&tx_ttnews[backPid]=111&cHash=4554ceac20

Appalachian Regional Commission Oak Ridge National Laboratory Summer Institute for Math/Science/Technology

In operation since 1990, this summer program provides high school students and teachers from the Appalachian region the opportunity to work with mentor scientists on inquiry-based, applied projects in science, math, and computer technology.

(Digital Media and Learning, Science/Technology/Mathematics)

Simkin, L. S., & Futch, V. (2006). Evaluation of the Appalachian Regional Commission Oak Ridge National Laboratory Summer Institute for Math/Science/Technology. Washington DC: Appalachian Regional Commission. scs.aed.org/publications/arc_ornl.pdf
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Ascend Summer Youth Program

This program for teens in Washington, DC, provides mentoring, workforce readiness awareness, and project-based learning experiences using information technology to address a variety of social, affective, cognitive, and academic outcomes necessary for postsecondary success.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Nielsen, N. (2005). Evaluation of the Ascend Summer Youth Program 2005: Summative report. Washington, DC: Ascend, Inc. policyweb.sri.com/cep/projects/displayProject.jsp?Nick=easyp

Bill Nye the Science Guy Television Series

This television series on science is designed for 8- to 10-year-olds and is broadcast nationwide during after school hours and on weekends.

(Science/Technology/Mathematics)

Rockman Et Al. (1996). Evaluation of the Bill Nye the Science Guy television series and outreach. San Francisco, CA: Author. rockman.com/projects/projectDetail.php?id=124
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Boys & Girls Clubs of America—Project Connect

Initiated in 1999 in a small number of Boys & Girls Clubs across the country, this pilot program was designed to test the feasibility of installing computer centers in clubs nationwide. These Clubs provided enhanced access to technology, educational software, and the Internet.

(Digital Media and Learning, Science/Technology/Mathematics, System-Building)

Henriquez, A., & Ba, H. (2000). Project Connect: Bridging the digital divideFinal evaluation report. New York: EDC Center for Children & Technology. www2.edc.org/CCT/admin/publications/report/pc_bdd00.pdf

Bringing Up Girls in Science (BUGS)

In operation from 2001–2005, this afterschool environmental science program served girls in grades 4–5 from an urban community in North Texas.

(Mentoring, Science/Technology/Mathematics)

Tyler-Wood, T., Ellison, A., Lim, O., & Periathiruvadi, S. (2011). Bringing Up Girls in Science (BUGS): The effectiveness of an afterschool environmental science program for increasing female students’ interest in science careers. Journal of Science Education and Technology. Advance online publication. doi: 10.1007/s10956-011-9279-2 www.springerlink.com.ezp-prod1.hul.harvard.edu/content/p8510023372q2456/fulltext.pdf

Buhl Middle School After School Math Help Class

Starting in 2003, this program in Buhl, Idaho, provides computer-assisted remedial math classes after school to middle school students who voluntarily attend.

(Digital Media and Learning, Science/Technology/Mathematics, Tutoring/Extra Instruction)

McDonald, N. Trautman, T., & Blick, L. (2005). Computer-assisted middle school mathematics remediation intervention: An outcome study. Oklahoma City, OK: American Education Corporation. www.amered.com/research_2.php

Build IT

Funded to operate 2005 through 2008 in Alameda County, California, this afterschool and summer curriculum aims to develop low-income middle school girls’ information technology (IT) fluency, interest in math, and knowledge of IT careers.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Koch, M. (2006). Build IT: Girls developing information technology fluency through design annual report. Menlo Park, CA: SRI International. ctl.sri.com/publications/downloads/Y1BuildITAnnualReport_2006FIN.pdf

Koch, M., Georges, A., Gorges, T., & Fujii, R. (2010). Engaging youth with STEM professionals in afterschool programs. Meridian Middle School Computer Technologies Journal, 13(1). www.ncsu.edu/meridian/winter2010/index.html

Chandra Astrophysics Institute

Begun in 2005, this yearlong summer and after school program provides high school students and their science and math teachers from underserved populations in Lynn and Lawrence, Massachusetts, with an opportunity to take part in authentic x-ray astronomy research.

(Science/Technology/Mathematics)

Hartman, M. (2005). Chandra Astrophysics Institute 2005 preliminary evaluation report. Cambridge, MA: MIT Kavli Institute for Astrophysics and Space Research. space.mit.edu/EPO/cai/cai_documents/CAI_eval_10_05.pdf

Community Access to Technology Program

Since 1999, the Community Access to Technology (CAT) program has made grants to a wide variety of Washington State nonprofits that improve clients’ lives by providing access to and hands-on training in technology. To evaluate the collective impact of programs sponsored by the CAT program, a multiyear study was conducted of out-of-school time programs that use technology as a learning tool for low-income youth in Washington state.

(Digital Media and Learning, Science/Technology/Mathematics)

MGS Consulting. (2008). Community Access to Technology Program: Evaluation report—Year 3. Seattle, WA: Bill & Melinda Gates Foundation.

MacCarthy, M., & Hanson, K. (2009). Out-of-school technology programs: Creating brighter futures for youth. Journal of Youth Development, 4(2). http://data.memberclicks.com/site/nae4a/JYD_090402final.pdf

Community Science Workshops

Funded in 1994, these institutions are part science center, part woodshop, part nature center. Located in community centers and schools in urban neighborhoods throughout California, they are designed for youth (mostly 8–12-year-olds) to drop in after school and on weekends and provide local youth with opportunities to engage in their own projects and to pursue their own firsthand learning.

(Positive Youth Development, Science/Technology/Mathematics)

St. John, M., Carroll, B., Hirabayashi, J., Huntwork, D., Ramage, K., & Shattuck, J. (2000). The Community Science Workshops: A report on their progress. Inverness, CA: Inverness Research Associates. www.inverness-research.org/abstracts/ab2000-01_Rpt_CSW_ProgressRpt.html

CSTEM

This national project aims to reduce achievement gaps in the areas of communication, science, technology, engineering, and math through focused teacher training, experiential learning for youth through practical application, and exposure to careers in related fields for grades preK–12. This project operates in both the formal classroom setting and the out-of-school time setting depending on implementation at each school.

(Complementary Learning, Science/Technology/Mathematics)

Flowers, R. D. (2003). After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours? (Doctoral dissertation, Union Institute & University). Retrieved from www.cstem.org/LinkClick.aspx?fileticket=dUrY%2fAXXQ2s%3d&tabid=876&mid=2056

Johnson, J., & Owens, E. (2007). External evaluation report: Shell Schlumberger Sea Turtle Robotics Project. Mandaluyong, Philippines: Statlab Data Services. www.cstem.org/LinkClick.aspx?fileticket=0A1Z0hsmEog%3d&tabid=876&mid=2056

Darlington Summer Academic Program

This summer mathematics enrichment program was implemented in the early 1990s for high-achieving mathematics students in sixth through eighth grade in Darlington County, South Carolina.

(Academic/Enrichment, Science/Technology/Mathematics)

Buck, D. S. (1994). The effects of a summer enrichment program on mathematically bright students. Unpublished doctoral dissertation, South Carolina State University, Orangeburg.

Delta Area Summer Science, Mathematics, and Technology Academy

This program, initiated in 2000, is a summer science enrichment program for rising eighth-grade students in the Mississippi Delta area. Activities include inquiry-guided activities and field trips to science-related locations.

(Academic/Enrichment, Science/Technology/Mathematics)

Moore, J. M. (2001). The effects of inquiry-based summer enrichment activities on rising eighth-graders' knowledge of science processes, attitude toward science, and perception of scientists. Unpublished doctoral dissertation, University of Mississippi, Oxford.

Digital WAVE

This year-long program is offered by the Miami Science Museum to enable high school students to learn more about climate science, digital technologies, and related careers.

(Digital Media and Learning, Science/Technology/Mathematics)

Tyner, K. (2010). Results of the Digital WAVE Summer Design Studio evaluation: Cohort 2. Miami, FL: Miami Science Museum. www.miamisci.org/www/evals_reports/Digital_WAVE_Cohort_2_Evaluation.pdf

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Discovery Youth

Initiated in 2001, this after school program gives 10- to 14-year-olds in San Jose, California, the chance to develop multimedia projects that promote healthy behaviors to other audiences, especially younger peers.

(Digital Media and Learning, Science/Technology/Mathematics, Service-Learning/Civic Engagement)

Gilbert, D. (2002). Looking back and looking ahead: A formative evaluation of Discovery Youth at San Jose Children's Discovery Museum. San Jose, CA: San Jose Children's Discovery Museum.

Moghadam, S. H. (2004). An evaluation of the San Jose Children's Discovery Museum after school and weekend program. Oakland, CA: ASSESS.

www.cdm.org/p/viewPage.asp?mlid=159

Earth Force

Founded in 1993, this national environmental education, civic participation, and service-learning program is designed to teach middle school youth the knowledge, skills, and attitudes needed to become active citizens on environmental issues in their communities.

(Science/Technology/Mathematics, Service-Learning/Civic Engagement, Youth Leadership)

Melchior, A., & Bailis, L. N. (2003). 2001–2002 Earth Force evaluation: Program implementation and impacts. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University.

Elementary Institute of Science—San Diego

This science enrichment center in San Diego County, California, offers science and technology programs to students ages 7–15 through after school, Saturday, and summer programs.

(Digital Media and Learning, Science/Technology/Mathematics)

Quintanilla, G., & Packard, T. (2002). A participatory evaluation of an inner-city science enrichment program. Evaluation and Program Planning, 25(1), 15–22. http://dx.doi.org/10.1016/S0149-7189(01)00045-3
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Fifth Dimension/University-Community Links

Begun in 1986, this after school programming approach is used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools in several countries, including the U.S., with a special focus in California. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation.

(Academic/Enrichment, Literacy, Science/Technology/Mathematics)

Blanton, W. E., Moorman, G. B., & Zimmerman, S. J. (n.d.). Ways of knowing, ways of doing, ways of transporting: Mastering social practices in the Fifth Dimension. Boone, NC: College of Education Appalachian State University, Laboratory of Learning and Technology.

DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).

Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.

Schustack, M. W., Strauss, R., & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352.

Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369.

Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235.

Sturak, T. L. (2000). Evaluation of Expedition: Computers and archaeology after school. Berkeley: University of California at Berkeley, Interactive University Project.

Klein, A., & Starkey, P. (2000). Enhancing low-income children's early achievement in an academically enriched after-school program: The UC Links program. In N. H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships (pp. 43–55). Berkeley: University of California, ECO Center.

Greene, M. W., & Zimmerman, S. O. (2000). The effects of Fifth Dimension on preservice teacher beliefs. Paper presented at the meeting of the Society for Information Technology & Teacher Education, San Diego, CA.

Sturak, T. L. (2001). Expedition-computers and archaeology after school: Year-end report, 2000–2001. Berkeley: University of California at Berkeley, Interactive University Project.

Gauvain, M., & Borthwick-Duffy, S. (2004). Building children's computer competence along with their social and intellectual confidence in an after-school program. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on education. Mahwah, NJ: Erlbaum.

First Step

Initially piloted in 1990, this summer science bridge program was designed to assist incoming ninth grade students in Prince George’s County, Maryland, gain high initial academic achievement in all courses, especially science, mathematics, and engineering technology.

(Science/Technology/Mathematics)

Wheatley, J. V. (1995). Effects of constructivistic summer science activities on the initial academic achievement of culturally diverse in-coming ninth-grade students. Unpublished doctoral dissertation, University of Maryland, College Park.

First Teachers

This after school family involvement program in Washington, D.C., incorporates families telling, writing, and then typing family stories on computers with their elementary school aged children to promote literacy, familiarity with technology, children’s sense of efficacy and self-confidence, and parents' involvement with their child's education.

(Family/Community Involvement, Literacy, Science/Technology/Mathematics)

Samaras, A. P., & Wilson, J. C. (1999). Am I invited? Perspectives of family involvement with technology in inner-city schools. Urban Education, 34, 499–530.

FIRST® LEGO® League

In this international robotics program, teams of youth aged 9–14 build LEGO-based robots and develop research projects. Through this program, participants strategize, design, build, program, and test robots; create innovative solutions for challenges facing today’s scientists; apply real-world math and science concepts; develop employment and life skills; become involved in their community; participate in official tournaments and local events; qualify for an invitation to World Festival; and engage in team activities. A "Junior" version of the program serves children aged 6–9.

(Digital Media and Learning, Science/Technology/Mathematics)

Center for Youth and Communities. (2005). Junior FIRST LEGO League survey: Evaluation report. Waltham, MA: Brandeis University.

Melchior, A., Cutter, T., & Cohen, F. (2005). Evaluation of FIRST® LEGO® League Underserved Initiative. Waltham, MA: Center for Youth and Communities, Brandeis University.

Melchior, A. L., Cutter, T., & Deshpande, A. (2009). Evaluation of the FIRST LEGO League, "Climate Connections" season (2008–2009). Waltham, MA: Center for Youth and Communities, Brandeis University.

www.usfirst.org/aboutus/content.aspx?id=46

FIRST® Robotics Competition

This national robotics program is designed to build awareness and interest in science and engineering among youth in grades 9–12 through building robots and entering them in competitions. Under strict rules, limited resources, and time limits, teams of 25 youth or more are challenged to raise funds, design a team "brand," hone teamwork skills, and build and program robots to perform prescribed tasks against a field of competitors.

(Digital Media and Learning, Science/Technology/Mathematics)

Melchior, A. L., Cutter, T., & Cohen, F. (2005). More than robots: An evaluation of the FIRST Robotics Competition: Participant and institutional impacts. Waltham, MA: Center for Youth and Communities, Brandeis University.

Cutter, T., Cohen, F., & Melchior, A. (2006). Evaluation of FIRST Robotics Competition Underserved Initiative. Waltham, MA: Center for Youth and Communities, Brandeis University.

Melchior, A. (2009). Michigan FIRST Robotics Competition district tournament pilot evaluation summary. Waltham, MA: Center for Youth and Communities, Brandeis University.

www.usfirst.org/aboutus/content.aspx?id=46

FIRST® Tech Challenge

In this national program, teams of up to 10 youth in grades 9–12 design, build, and program robots to compete against other teams. Awards are given for the competition as for well as for community outreach, design, and other real-world accomplishments. In this program, participants apply real-world math and science concepts; develop problem-solving, organizational, and team-building skills; compete and cooperate in alliances and tournaments; earn a place in the World Championship; and qualify for college scholarships.

(Digital Media and Learning, Science/Technology/Mathematics)

Center for Youth and Communities. (2006). FIRST Vex Challenge evaluation summary. Waltham, MA: Brandeis University. www.usfirst.org/aboutus/content.aspx?id=46

Gevirtz Summer Academy

This summer school program was implemented at four Santa Barbara, California, elementary schools in 1998. The program is intended to provide learning opportunities to fifth and sixth graders that are closely tied with the district's curricular standards, but which were taught in a more experiential, integrated way, combining science, math, and language arts.

(Academic/Enrichment, Literacy, Science/Technology/Mathematics)

Brenner, M., Hudley, C., Jimerson, S., & Okamoto, Y. (2003). 3 year evaluation of the Gevirtz Summer Academy – 1998–2000. University of California, Santa Barbara Gevirtz Graduate School of Education—Gevirtz Research Center. Evaluation information available at education.ucsb.edu/grc/summeracademy.htm.

Girl Game Company

This afterschool and summer program serves middle school girls in a rural part of central California. The goals are to increase girls’ information technology fluency through computer-based activities, and to build peer, family, and other adult support to enhance girls’ interest in and capacity to pursue and persist in computer courses and careers.

(Digital Media and Learning, Science/Technology/Mathematics)

Denner, J., Bean, S., & Martinez, J. (2009). The Girl Game Company: Engaging Latina girls in information technology. Afterschool Matters, 8, 26–35. www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf

Girls at the Center

Initiated in 1996, this program pairs girls in economically disadvantaged communities across the country with an adult partner for experiences in science.

(Academic/Enrichment, Family/Community Involvement, Science/Technology/Mathematics)

Abrams, C., Dierking, L., McKelvey, L., & Jones, D. (1998). Year two report: Summative evaluation—Girls at the Center. Annapolis, MD: Institute for Learning Innovation.

Adelman, L., Dierking, L. D., & Adams, M. (2000). Summative evaluation year 4: Findings for Girls at the Center (Tech. Rep.). Annapolis, MD: Institute for Learning Innovation.
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Girls Creating Games Program

This afterschool program in Capitola, California, aims to build middle school girls’ interest, skills, fluency, and confidence in information technology.

(Digital Media and Learning, Science/Technology/Mathematics)

Denner, J. (2007). The Girls Creating Games Program: An innovative approach to integrating technology into middle school. Meridian: A Middle School Computer Technologies Journal, 1(10). www.ncsu.edu/meridian/win2007/girlgaming/index.htm

Girls Inc.—Operation Smart

Begun in the mid 1980s, this national program develops girls’ enthusiasm for and skills in science, technology, engineering, and mathematics (STEM). Through hands-on activities, girls explore, ask questions, persist, and solve problems. By interacting with women and men pursuing STEM careers, girls come to view these careers as exciting and realistic options for themselves.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Girls Incorporated National Resource Center. (2001). Operation SMART evaluation summary. Indianapolis, IN: Author.

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Girls Inc.—Thinking SMART Program

Begun in 2002 and completed in 2007, this informal science and engineering project served adolescent girls at sites in Alabama, California, Indiana, Massachusetts, New Hampshire, New Mexico, and Tennessee. The program targeted girls from low-income and single-parent families, of diverse ethnic and cultural backgrounds, and with disabilities. The goals of the project were to increase girls’ interest in pursuing education and careers in science, technology, engineering, and math fields.

(Science/Technology/Mathematics)

Bruschi, B. (2008). Final summative evaluation report: Girls Inc. Thinking SMART Program. Indianapolis, IN: Girls Incorporated National Resource Center.

Girls Math and Technology Program

Initiated in 1998, this residential summer camp in northern Nevada is designed to impact middle school girls' attitudes about and perceived abilities in mathematics and technology.

(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)

Wiest, L. (2003). The impact of a summer mathematics and technology program for middle school girls. Reno, NV: Author.

DeHaven, M. A., & Wiest, L. R. (2003). Impact of a girls' mathematics and technology program on middle school girls' attitudes toward mathematics. The Mathematics Educator, 13, 32–37.

Girlstart

Founded in 1997 in Austin, Texas, this organization aims to empower girls to excel in math, science, and technology. It offers a variety of educational formats designed for girls, adults, and families through afterschool programs, workshop series, summer camps, and community events.

(Complementary Learning, Family/Community Involvement, Science/Technology/Mathematics)

Stacy, C. (2006). Aiming for Algebra: Moving middle school Girls through the STEM gateway. Final evaluation report. Austin, TX: Girlstart.

Stacy, C. (2009). National Science Foundation Grant: Project It Girl 2008–09 annual report (Year 3). Austin, TX: Girlstart.

Hands on Science Outreach

This national afterschool recreational science enrichment program was created to encourage youth, pre-K to sixth grade, to take an active interest in science through a hands-on approach.

(Academic/Enrichment, Science/Technology/Mathematics)

Goodman, I. F. (1993). An evaluation of children's participation in the Hands on Science Outreach Program. Cambridge, MA: Sierra Research Associates.

SDS & Associates. (1994). 1993–94 Hands on Science program report. Memphis, TN: Author.

InfoLink

In operation from 1994 to 2002 in Pittsburgh, Pennsylvania, this intensive summer program provided low-income high school students with information technology and professional development skills, experience, and confidence to improve their long-term educational and occupational attainment.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Nelson, C. A., Post, J., & Bickel, B. (2002). InfoLink final evaluation report: Building confidence and aspirations in low income high school students through a technology and workforce skills development program: Lessons learned from the InfoLink experience, 1994–2002. Pittsburgh, PA: University of Pittsburgh. itclass.heinz.cmu.edu/infolink2003/InfoLink03/docs/Lessons_Learned.pdf

Intel Computer Clubhouse Network

Begun in 2000, this national program encourages young people to use technology-rich environments to construct artifacts, explore ideas, and creatively express themselves, in collaboration with peers and local mentors.

(Digital Media and Learning, Mentoring, Science/Technology/Mathematics)

Pryor, T., Culp, K. M., Lutz, S., & John, K. (2001). Evaluation of the Intel Computer Clubhouse Network, year 1. New York: Center for Children and Technology, Education Development Center.

Lavine, M., & Hochman, J. (2002). Evaluation of the Intel Computer Clubhouse, year two report. New York: Center for Children and Technology, Education Development Center. 

Internet Community of Design Engineers Program

This 3-year program (2006–2009) offered after school and summer sessions to middle and high school students in Cambridge, Massachusetts. The goal was to increase the likelihood that participants would pursue Information Technology (IT) and Science-Technology-Engineering-Math careers, by engaging them in intensive, hands-on IT learning experiences.

(Digital Media and Learning, Science/Technology/Mathematics)

Londhe, R. (2009). Internet Community of Design Engineers (iCODE) final evaluation report. Cambridge: MA: Goodman Research Group. www.informalscience.org/reports/0000/0222/GRG_s_Final_Report_with_appendices.pdf

JCPenney/Junior Achievement Afterschool Partnerships

This pilot program was implemented in the greater St. Louis, Missouri, area in 2003. The pilot promoted programs focusing on business, finance, and the Internet at Boys and Girls Clubs and YMCAs in an effort to increase implementation of these programs in after school settings across St. Louis and surrounding counties.

(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)

Breinig, J. & Frankel, P. (2004). Analysis of survey results from the JCPenney–St. Louis/Junior Achievement After-School Program Partnership. Colorado Springs, CO: Junior Achievement. www.ja.org/programs/programs_eval_afterschool.shtml

Jobs for Youth—Boston PLATO Summer Transition Program

This program, initiated in 2000, provides ninth grade students in Boston, Massachusetts, who failed the citywide public schools’ math or reading test with supplemental instruction using specially designed computer instruction software called PLATO.

(Digital Media and Learning, Science/Technology/Mathematics, Tutoring/Extra Instruction)

Quinn, D. W., & Quinn, N. W. (2001). PLATO learning evaluation series: Jobs for Youth, Madison Park Alternative High School, Boston, Massachusetts. Bloomington, MN: PLATO Learning. www.plato.com/media/Evaluation%20Studies/M/Madison%
20Park%20High%20School%20(Jobs%20for%20Youth).pdf

Kids Learning in Computer Klubhouses (KLICK)

Begun in 1999, this consortium of 10 middle school after school computer clubhouses across Michigan provides safe and engaging learning opportunities to students during the out-of-school hours.

(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)

Zhao, Y., Mishra, P., & Girod, M. (2000). A clubhouse is a clubhouse is a clubhouse. Computers in Human Behavior. 16(3), 287–300. citeseer.ist.psu.edu/cache/papers/cs/13618/http:zSzzSzpunya.educ.msu.
eduzSzpubszSzprintzSzclubhouse.pdf/a-clubhouse-is-a.pdf


Garner, R., & Zhao, Y. (2000). Afterschool centers in four rural communities in Michigan. Computers in Human Behavior. 16(3), 301–311.

Kitty Andersen Youth Science Center Programs

These programs engage youth in grades 7–12 in science activities after school, on Saturdays, and during the summer in St. Paul and Minneapolis, Minnesota. Youth build competencies in leadership, career development, and science literacy through developing community service learning projects and leading workshops/outreaches for younger youth.

(Digital Media and Learning, Science/Technology/Mathematics, Youth Leadership)

Nelson, A. G., Cohn, S., Philippe, C., & Svarovsky, G. N. (2008). Big Back Yard Park Crew summative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/337

Nelson, A. G., Fitzenberger, M., Miller, K., & Philippe, C. (2009). KAYSC IDEA Cooperative: Year 2 formative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/345

Nelson, A. G., & Ostgaard, G. (2010). KAYSC Podcast Crew: Evaluation activities 2009–2010. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/332

Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Invention Crew exit survey. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/339

Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Design Team exit survey. St. Paul: Science Museum of Minnesota. http://informalscience.org/evaluation/show/338

Learning Places

Funded from 2005 through 2009, this project involved staff from science museums in St. Paul, Minnesota, and St. Louis, Missouri, engaging inner-city teenagers from traditionally underserved populations in designing "learning places" for younger children in afterschool centers. Learning places were defined as activities designed to teach science, technology, engineering, and math concepts and processes, as well as contexts for implementing these activities, including both the design of physical space and strategies for integrating the activities into existing afterschool programs.

(Science/Technology/Mathematics)

Klein, C. (2010). Teenage Designers of Learning Places for Children: Creating after-school environments for STEM education. Summative evaluation. Klein Consulting & Saint Louis Science Center. informalscience.org/evaluation/show/242

Let's Go STEM—Y of Central Maryland

This curriculum is used by the YMCA of Central Maryland to introduce youth participants to STEM through robotics. The goal is to instill in youth the love of math and science, and the critical thinking necessary to spark a lifelong interest and career in these disciplines.

(Digital Media and Learning, Science/Technology/Mathematics)

Domingo, M. R. (2010). Y of Central Maryland Let's Go STEM Program fall 2010 evaluation report. Pasadena, MD: Y of Central Maryland.

Martin Luther King, Jr. After-School Program

This after school technology project in Dorchester, Massachusetts, for middle and high school students uses the Encarta Africana (an encyclopedia of Africa and its diaspora) as the core of the curriculum. The goal of the program is to teach technology skills through the study of Afrocentric topics.

(Culture/Heritage, Digital Media and Learning, Science/Technology/Mathematics)

Goldsmith, L. & Sherman, A. (2002). Evaluation of the pilot year of the Martin Luther King, Jr. After-School Program. Newton, MA: Education Development Center.

Matzko, M. (2002). An evaluation study of the Martin Luther King, Jr. After-School Program. Somerville, MA: Brett Consulting Group.

Math Academic Enhancement Program

Implemented in February 2000, this after school program is an academic intervention services program provided to selected fourth grade students in the Excelsior school district in New York in preparation for the grade four state-mandated mathematics assessment.

(Science/Technology/Mathematics, Tutoring/Extra Instruction)

Deeb-Westervelt, W. (2002). The effects of an after-school academic intervention services math program on the grade four New York State Mathematics Assessment: A quasi-experimental case study. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.

Migrant Educational Technology Program

This after school program in Detroit, Michigan, teaches Latino migrant families basic computing and educational software applications to help them support their children's schoolwork more effectively.

(Digital Media and Learning, Family/Community Involvement, Science/Technology/Mathematics)

Carrillo, R. (2004). Making connections: Building family literacy through technology. In Scholars in the field: Challenges in migrant education, Cinthia Salinas & María E. Fránquiz (Eds.). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.

Minority Pre-Engineering Mentor Program

This summer program in Wichita, Kansas, involves high school juniors in science, math, and engineering workshops and offers tutorials in note taking, calculator use, and computer usage and programming, as well as a job shadowing internship at the Boeing Military Airplane Company. The program is designed to increase minority participation in math, science, and engineering.

(Digital Media and Learning, Mentoring, Science/Technology/Mathematics, Vocational Education)

Dunn, C. W., & Veltman, G. C. (1989). Addressing the restrictive career maturity patterns of minority youth: A program evaluation. Journal of Multicultural Counseling and Development, 17, 156–165.
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Mixing in Math

In operation from 2004 to 2009, this project helped after school educators across the U.S. mix math into what they already do with children in grades K–6 (e.g., crafts, cooking, games).

(Science/Technology/Mathematics, System-Building)

Miller, B. (2009). Mixing in Math evaluation final report. Brookline, MA: Miller Midzik Research Associates. www.informalscience.org/reports/0000/0205/MiM_Final_Report_finalv9.doc

Morgan State University SEM (Science, Engineering, and Math) Summer Bridge Programs

From 1994–1998 two summer bridge programs were conducted at a university in Baltimore, Maryland, for incoming science, engineering, and math students (SEM) to bolster their academic performance and retention in SEM during the 1st year of college.

(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)

Wheatland, J. A. (2000). The relationship between attendance at a summer bridge program and academic performance and retention status of first-time freshman science, engineering, and mathematics students at Morgan State University, an historically black university. Unpublished doctoral dissertation, Morgan State University, Baltimore.

MOUSE Squad

This program is a school- or community organization-based, student run technical help desk. The program provides middle and high school students with opportunities to develop 21st century skills and apply them as they solve technical problems faced by their schools. Currently, the program operates in New York City, California, and Illinois.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Aaronson, B., Androsiglio, R., Beam, J., Forge, N., Mello, V., Smith, C., & Zusho A. (2007). MOUSE Squad Program implementation and outcomes. New York: National Center for Schools and Communities, Fordham University. www.ncscatfordham.org/binarydata/files/FINALMOUSE.pdf

NASA and Afterschool Programs

This 18-month study and demonstration project included a scan of existing science programming in after school, the development of prototype curriculum packets based on NASA resources, pilot testing and staff training in 3 after school programs in New York City, a review of science education research and promising practice literature, and consultations with experts in science education, after school, and curriculum development.

(Research Studies, Science/Technology/Mathematics)

Walker, G., Wahl, E., & Rivas, L. (2005). NASA and afterschool programs: Connecting to the future. New York: American Museum of Natural History. education.nasa.gov/divisions/informal/overview/
R_NASA_and_Afterschool_Programs.html

National Society of Hispanic Masters of Business Administration's Summer Enrichment Program

This summer enrichment program provides Washington, D.C., Hispanic high school students with instruction in language, writing, public speaking skills, and an innovative mathematics curriculum in order to increase their success in the classroom.

(Literacy, Science/Technology/Mathematics, Tutoring/Extra Instruction)

McShea, B., & Yarnevich, M. (1999). The effects of a summer mathematics enrichment program on Hispanic mathematical achievement. Journal of Women and Minorities in Science and Engineering, 5, 175–181.

New Faces, New Places: An Introduction to Science, Technology, Engineering, and Math

Piloted in three Nevada cities in 2006, this afterschool educational experiential learning program seeks to enhance participants’ acquisition of scientific knowledge; develop skills such as critical thinking, problem solving, decision making, and teamwork; and create positive attitudes toward science.

(Science/Technology/Mathematics)

Barker, W. A., Killian, E., & Evans, W. P. (2010). New Faces, New Places: A 4-H science learning program in urban out-of-school settings. Afterschool Matters 12, 45–50. www.niost.org/pdf/afterschoolmatters/ASM_Fall2010_2.pdf

Newton Summer Academy

This summer academy was piloted in Columbus, Missouri, in 1997. The program was designed to increase or maintain high school girls' interest and participation in the physical sciences.

(Science/Technology/Mathematics)

Chandrasekhar, M., Phillips, K. A., Litherland, R., & Barrow, L. H. (1999). Science interests and experiences for high school girls in a summer integrated program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA. epic.physics.missouri.edu/PDF%20files/Narst_99_paper_a.pdf

Phillips, K. A. (2000). High school females' interests in physical science and related careers one year after participation in a summer intervention program. (Unpublished doctoral dissertation). University of Missouri-Columbus.

Phillips, K. A., Chandrasekhar, M., Barrow, L., & Litherland, R. (2000). Physical science interests and strong interest inventory profiles of females in a residential summer program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA. epic.physics.missouri.edu/PDF%20files/NARST_2000_Paper.pdf
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NYC FIRST! (New York City For Inspiration and Recognition of Science and Technology)

Implemented in 1998, this program in New York City is typically run as either an after school or weekend program. FIRST is a national organization that engages middle and high school students, working with adult coaches and mentors, in researching, designing, and building robots and participating in games of skill and strategy meant to transfer the enthusiasm youth feel for athletics to the fields of math, science, and engineering. 

(Digital Media and Learning, Science/Technology/Mathematics)

Jeffers, L. (2003). Evaluation of NYC FIRST! New York: EDC Center for Children and Technology. cct.edc.org/report.asp?id=141

Oceanography Camp for Girls

Started in 1991, this educational program for girls in the summer before their ninth-grade year helps motivate them to consider career opportunities in the sciences. The program, located in St. Petersburg, Florida, encourages girls to understand the natural world and provides a multidisciplinary, hands-on/minds-on practical experience in both laboratory and field environments.

(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)

Butler, Y. J. (1999). Introducing oceanography to eighth-grade girls: Evaluation of the Oceanography Camp for Girls, summer of 1998. Philadelphia: Public/Private Ventures.

PAGE ONE (Peer and Group Education)

This program, initiated in 1996, provides an academically stimulating environment that extends the instruction third through eighth graders in the Rock Hill School District in South Carolina receive in their public school classrooms to after school and summer programs.

(Academic/Enrichment, Science/Technology/Mathematics, Tutoring/Extra Instruction)

Brown, D. C. (1999). The effects of peer and group education (PAGE ONE), a comprehensive compensatory program for students at-risk of school failure, on mathematics achievement and student attitude. Unpublished doctoral dissertation, University of South Carolina, Columbia.

Photonics Leaders

Begun in 2005 at North Carolina State University, this program seeks to enhance access to science classes and careers for all students, especially minority students, by giving them opportunities to participate in real scientific investigations making use of a variety of technological tools. The curriculum includes weekday and Saturday activities during the school year and summer activities.

(Digital Media and Learning, Science/Technology/Mathematics)

Hall, M., Campbell, B., & Johnson, J. (2007). Evaluation of Photonics Leaders. Raleigh: North Carolina State University.

PowerUP

Founded in 1999, this program's mission is to ensure that America's underserved youth acquire the skills, experiences, and resources to succeed in the digital age. PowerUP provides technology, funding, training, and technical assistance to local PowerUP centers, which foster positive development among youth during after school, evening, and weekend hours.

(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)

Vesneski, W., Skinner, N., & Schneider, L. (2002). PowerUP evaluation report. Seattle, WA: The Evaluate Group.
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Project Exploration

Project Exploration’s Chicago, Illinois-based out-of-school time youth programs seek to provide experiences with science and scientists to youth otherwise unlikely to have such opportunities. The primary goal is to afford these youth access to dynamic experiences with science, including science career path experiences and academic support to encourage college attendance.

(Academic/Enrichment, Science/Technology/Mathematics)

Project Exploration. (2006). Project Exploration: Youth programs evaluation. Chicago: Author. www.projectexploration.org/PDF/program-eval-v2-final.pdf

Chi, B., & Snow, J. Z., with Goldstein, D., Lee, S., & Chung, J. (2010). Project Exploration 10-year retrospective program evaluation summative report. Chicago: Project Exploration. www.projectexploration.org/pdf/lhs-final-report-10-year-eval.pdf?utm_source=web&utm_medium=pdf&utm_campaign=10-year-eval

Project Mentor

Begun in 1997, this afterschool mentoring program matches middle school girls in New Hampshire with undergraduate mentors in order to improve the girls' academic achievement, attitudes toward math and science, self-esteem, and career aspirations.

(Academic/Enrichment, Mentoring, Science/Technology/Mathematics)

Fachin Lucas, K. M. (1999). Mentoring in adolescence: A sociocultural and cognitive developmental study of undergraduate women and sixth grade girls in a mentoring program. (Unpublished doctoral dissertation). University of New Hampshire, Durham.

Rocky Mountain Middle School Mathematics and Science Partnership

The primary focus of this project is the development and support of informal summer outreach and intervention programs to provide middle school students with hands-on activities in science and math, and leadership and teamwork opportunities. Programs take place on the campuses of 4 Colorado universities.

(Science/Technology/Mathematics, Youth Leadership)

Fritz, A. E., & Albright, L. (2008) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 4, Summer 2008. Fort Collins, CO: Colorado State University.

Weinberg, A. E., & Albright, L. (2009) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 5, Summer 2009. Fort Collins, CO: Colorado State University.

Saturday Science Academy at Clark Atlanta University

Established in the late 1970s in Atlanta, Georgia, the mission of this weekend science enrichment program is to bring African American children in Grades 3–7 into a culturally compatible setting to facilitate their science learning.

(Culture/Heritage, Positive Youth Development, Science/Technology/Mathematics)

Dickerson, T., Bernhardt, E., Brownstein, E., Copley, E., McNichols, M., Thompson, R., et al. (1995). African American children reflecting on science, mathematics, and computers through creative writing: Perspectives from a Saturday Science Academy. Journal of Negro Education, 64(2) 14–153.

Saturday Science Program

Begun in 1989, this program is designed to assist underrepresented students in achieving higher skills in mathematics and science at the secondary level and to increase the number of minority students entering science-related fields at the post-secondary level in Broward County, Florida.

(Science/Technology/Mathematics)

The School Board of Broward County, Florida, Research and Evaluation. (1999). Saturday Science Program evaluation report. Fort Lauderdale, FL: Author.

Saturday Science QUEST

This program provides hands-on experiences during selected Saturdays designed to provide opportunities in science for elementary and middle school students interested in science in Bloomington, Indiana.

(Science/Technology/Mathematics)

Worch, E. A., Gabel, D. L., et al. (1994). Saturday Science QUEST: A Science Enrichment Program for Elementary Children and Preservice Elementary Teachers. School Science & Mathematics, 94, 401–406.

Science Club for Girls

This club provides hands-on science activities to girls in grades K–8 at various school sites in Massachusetts. Girls in grades 8–12 have the opportunity to serve as mentors for younger girls and also to work with adult mentors.

(Mentoring, Science/Technology/Mathematics)

Pallais, A. (2006). An evaluation of Science Club for Girls. Cambridge, MA: Science Club for Girls.

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SECME RISE (Raising Interest in Science & Engineering)

Begun in 1998, this 3-year program aimed to increase middle school girls' self-esteem and confidence in learning mathematics and science, therefore reducing the attrition in advanced level mathematics and science coursework that occurs as girls move from middle school to high school.

(Mentoring, Positive Youth Development, Science/Technology/Mathematics)

Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year one progress report. Miami, FL: Miami Museum of Science.

Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year two progress report. Miami, FL: Miami Museum of Science.

Jarvis, C. (2002). SECME RISE Raising Interest in Science & Engineering: Final evaluation report, September 1, 1998–August 31, 2001. Miami, FL: Miami Museum of Science.

Service at the Salado

This after school program, implemented at four schools in Phoenix, Arizona, in 2003, engages students in grades 5–8 in learning about and serving their community through scientific inquiry and technology and by creating projects that are exhibited to the public at a local park.

(Digital Media and Learning, Science/Technology/Mathematics, Service-Learning/Civic Engagement)

Saltz, C., Crocker, N., & Banks, D. L. (2004). Evaluation of Service at the Salado for Fall 2004. Tempe, AZ: Arizona State University International Institute for Sustainability. 

Sisters in Science Program

Begun in 1995 in Philadelphia, this program aims to improve fourth- and fifth-grade girls’ attitudes, perceptions, and achievement in science and math by creating female-friendly learning environments in classrooms, after school, on Saturdays, during the summer, and with families.

(Academic/Enrichment, Complementary Learning, Science/Technology/Mathematics)

Hammrich, P. L., Richardson, G., & Livingston, B. (2001). The Sisters in Science Program: A three year analysis. Philadelphia: Author. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/f7/79.pdf

Hammrich, P. L., Livingston, B., & Richardson, G. (2002). The Sisters in Science Program: Barriers broken and lessons learned. Philadelphia: Author.

Hammrich, P. L., Fadigan, K., & Stull, J. (2008). Sisters in Science in the community: An informal gender equity program. Flushing, NY: Sisters in Science. www.informalscience.org/evaluations/report_276.PDF

Society of Women Engineers and ExxonMobil Education Foundation's After-School Science Program

Initiated in 1999, this afterschool science program pairs minority female urban middle school students with female engineer mentors to work in cooperative learning groups with hands-on/minds-on activities. Mentors act as role models to positively influence girls' attitudes toward science.

(Mentoring, Science/Technology/Mathematics)

Ferreira, M. M. (2001). The effect of an after-school program addressing the gender and minority achievement gaps in science, mathematics, and engineering. ERS Spectrum, 19(2), 11–18.

South Bay Project

This collaboration of school and community institutions provides K–12 students in low-performing schools in San Diego, California, with computer-integrated activities after school. The program provides computer-mediated activities combining play with academically rigorous learning in a low-surveillance, collaborative learning environment.

(Academic/Enrichment, Digital Media and Learning, Science/Technology/Mathematics)

Tripp, L. M. (2002). Trying to bend the bars of the iron cage: A case study of a K–12 partnership. Unpublished doctoral dissertation, University of California, San Diego.
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STUDIO 3D

Initiated in 2000, this Minnesota-based afterschool outreach program provides youth—aged 10–18 and now living in low-income, inner-city neighborhoods in Minneapolis and St. Paul—with access to equipment, software, and adult mentors to support them in learning and applying advanced digital design technologies.

(Digital Media and Learning, Mentoring, Science/Technology/Mathematics)

Volkov, B. B., & King, J. A. (2003). Report of STUDIO 3D project evaluation. Minneapolis: University of Minnesota, Department of Educational Policy and Administration, Evaluation Studies Program. www.smm.org/studio3d/mission.html

Summer Science Academy

Initiated in 1996, this program offers high school students in Rochester, New York a challenging, intensive 2 to 4 week summer program consisting of independent lab projects, bioethics discussion sessions, a biocomputing course, scientist seminars, and field trips.

(Digital Media and Learning, Science/Technology/Mathematics)

Markowitz, D. G. (2004). Evaluation of the long-term impact of a university high school summer science program on students’ interest and perceived abilities in science. Journal of Science Education and Technology, 13, 395–407.

Summer Science Enrichment Program—University of Tennessee, Memphis

This 5-year program (1993–1997) was designed to encourage achievement and career interest in science among students attending inner-city schools in the Memphis City, Tennessee school district.

(Science/Technology/Mathematics, Tutoring/Extra Instruction, Vocational Education)

Hardy, J. M. (2000). The effects of a Summer Science Enrichment Program on college enrollment, college majors, and career preferences of inner city youth. Unpublished doctoral dissertation, University of Mississippi, Oxford.

TechBridge

This afterschool program in Oakland, California, aims to inspire girls in grades 5–12 to discover a passion for technology, science, and engineering through hands-on activities, role models, and worksite visits.

(Digital Media and Learning, Science/Technology/Mathematics)

TechBridge. (2010). TechBridge annual report: Changing lives, one girl at a time. Oakland, CA: Author.

TECHie Club

This program is designed to introduce elementary students in Ohio to technology and all of its possibilities. The program includes hands-on interactive activities tied directly to national technology standards for students in grades 3–5, and focuses on the fundamentals of computer programming, robotics, web development, and digital media.

(Digital Media and Learning, Science/Technology/Mathematics)

TechCorps. (2010). TECHie Club overview and evaluation summary FY 2009–2010. Columbus, OH: Author. http://techcorps.org/files/2009-2010%20TECHie%20Club%20Evaluation%20Summary.pdf

Technology-Rich Virtual Community After School Class

This program, implemented in 2001, creates technology-rich activities and experiences for an after school class in science and technology for middle school girls from a low socio-economic urban neighborhood. The program was designed to create a virtual community of practice whose members used science in diverse ways.

(Digital Media and Learning, Science/Technology/Mathematics)

Edwards, L. D. (2002). Creating a virtual community of practice to investigate legitimate peripheral participation by African American middle school girls in science activities. Unpublished doctoral dissertation, University of Colorado, Boulder.

TechREACH

Launched in 2003, this afterschool program targets low-income, at-risk middle school girls in western Washington State and engages them in science, mathematics, engineering, and technology (STEM) activities to increase their interest in STEM with high-quality curricula and real world projects.

(Digital Media and Learning, Science/Technology/Mathematics)

Molloy, P. & Aronson, J. (2004). TechREACH: Year 1 evaluation report. Bothell, WA: Puget Sound Center for Teaching.

Molloy, P. & Aronson, J. (2005). TechREACH: Year 2 evaluation report. Bothell, WA: Puget Sound Center for Teaching.

www.techreachclubs.org/programs/evaluations.html

Tiger Woods Learning Center

Founded in 2006 in Anaheim, California, this center serves youth in grades 5–12 in an urban community with a high percentage of youth from immigrant backgrounds. The center offers hands-on science learning experiences during the school day to fifth and sixth graders; a technologically rich and safe learning environment during after school to seventh through twelfth graders; and Golf Clinics and a Computer Clubhouse open to all members on Saturdays.

(Complementary Learning, Science/Technology/Mathematics, Sports/Recreation)

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume I. Irvine, CA: University of California Irvine.

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V.(2008). Two year evaluation study of the Tiger Woods Learning Center: Volume II. Irvine, CA: University of California Irvine.

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume III. Irvine, CA: University of California Irvine.

childcare.gse.uci.edu/des7.html

Tronix Team Afterschool Program

Begun in 1997, this after school science program offers middle and high school students in Minneapolis, Minnesota, a chance to learn about science and engineering through hands-on building projects and technology workshops. The primary target audience is minority youth in disadvantaged neighborhoods and high poverty schools.

(Digital Media and Learning, Science/Technology/Mathematics)

Hardeman, R., Gaona, M., & Meyerson, J. (2008). Evaluation of the Tronix Team Afterschool Program. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=2&tx_ttnews[tt_news]=2110&tx_ttnews[backPid]=111&cHash=af6e5d699c

University of Virginia's Summer Enrichment Program Invention and Design

Initiated in 1994, this is a 3-week summer invention and design course in Charlottesville, Virginia, for high school students.

(Positive Youth Development, Science/Technology/Mathematics)

Plucker, J. A., & Gorman, M. E. (1999). Invention is in the mind of the adolescent: Effects of a summer course one year later. Creativity Research Journal, 12(2), 141–150.

Upward Bound Math-Science

This national program is designed to provide disadvantaged high school students with skills and experiences that prepare them for college success and help them develop their potential to succeed in the fields of math and science and pursue degrees in these fields. Programs are offered during the school year and summer at colleges and universities.

(Science/Technology/Mathematics)

Olsen, R., & Seftor, N., et al. (2007). Upward Bound Math-Science: Program description and interim impact estimates. Princeton, NJ: Mathematica Policy Research, Inc.

Knapp, L. G., Heuer, R. E., & Mason, M. (2008). Upward Bound and Upward Bound Math-Science Program outcomes for participants expected to graduate high school in 2004–06, with supportive data From 2005–06. Washington, D.C.: RTI International.

Verilette Parker Science Intervention Program

This summer program was developed in 1998 and provides science lessons for fifth and sixth grade African American students in rural Georgia.

(Science/Technology/Mathematics)

Parker, V., & Gerber, B. (2000). Effects of a science intervention program on middle-grade student achievement and attitudes. School Science and Mathematics, 100(5), 236–242.

Water Educational Training (WET) Science Project

Conducted during a 16-month period from 1999 to 2000, this after school program promoted science literacy through an interdisciplinary program around the theme of water for elementary students in southeast Michigan. Lessons were designed to strengthen wetlands knowledge and applications of science concepts related to water.

(Literacy, Science/Technology/Mathematics)

Moore-Hart, M. A., Liggit, P., & Daisey, P. (2002). Interdisciplinary teaching in a Water Education Training Science Program: Its impact on science concept knowledge, writing performance, and interest in science and writing of elementary students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. www.emich.edu/wrc/wet/eisenhower.htm

Women in Applied Sciences and Engineering (WISE) Summer Bridge Program

This program prepares incoming female students for the transition from high school to the College of Engineering and Applied Sciences at Arizona State University. Since 1998, this program has offered academic reviews in courses such as math, physics, and chemistry to young women during the summer before their freshman year. In addition, computer-based curricula are offered to better prepare students for their engineering courses.

(Science/Technology/Mathematics)

Fletcher, S., Newell, D., Newton, L., & Anderson-Rowland, M. (2001). The WISE Summer Bridge Program: Assessing student attrition, retention, and program effectiveness. Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition. www.iwitts.com/html/fletcher.pdf

Wonderwise 4-H

Begun in 2000, this 3-year project extends previous Wonderwise projects to target 4-H programs in 10 states. Wonderwise is a curriculum designed to encourage young women to become more involved in science and science careers.

(Science/Technology/Mathematics)

Acklie, D. S. (2003). Community based science education for fourth to sixth graders: Influences of a female role model. Unpublished doctoral dissertation, University of Nebraska.

Wever Frerichs, S., & Spiegel, A. N. (2004). Dissemination of the Wonderwise 4-H Project: An evaluation of the process. Lincoln: University of Nebraska-Lincoln, Center for Instructional Innovation. wonderwise.unl.edu/research/pdfs/Dissemination_Report5-6-04b.pdf

Wonderwise Sleepovers

Using Wonderwise kits (designed to be used as a curriculum to promote science to young girls), teachers in Lincoln Public Schools in Nebraska organized a series of science sleepovers for fifth and sixth grade girls in 1998 and 1999.

(Science/Technology/Mathematics)

Spiegel, A. N. (2002). Evaluation of Lincoln Public Schools' Wonderwise Sleepovers: Brief summary and compilation of five individual reports, with example questionnaires. Lincoln: Center for Instructional Innovation, University of Nebraska–Lincoln. wonderwise.unl.edu/research/pdfs/Sleepover_Report.pdf

Young Peoples Project Math Literacy Programs

Founded in 1996, this nonprofit organization trains high school and college students to do math literacy work serving elementary students, families, and communities across the country. The evaluations focus on afterschool programs where these activities have been implemented.

(Complementary Learning, Science/Technology/Mathematics)

The Young People's Project. (2006). The Young People's Project: Building demand for math literacy. NSF Report. Cambridge, MA: Young People's Development Project.

The Young People's Project. (2007). The Young People's Project: Building demand for math literacy. NSF Report. Cambridge, MA: Young People's Development Project.

Lederman, N. (2010). The Young People's Project. Chicago, IL: Illinois Institute of Technology & The Young People's Project.

www.typp.org/reports

Youth Radio

This program engages underserved youth in broadcast journalism, radio and web production, engineering, and media literacy through media projects that are relevant to youth’s lives and communities. It also provides an externship program that offers youth job shadowing and mentoring in media, technology, and social justice institutions. The program’s main campus is in Oakland, California, with regional bureaus in Atlanta, Georgia, Washington, DC, and Los Angeles, California.

(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)

Bandy, E., & Bass, K. with Kuusinen, C., Scott, B., & Reisman, M. (2009). Youth Radio science and technology program evaluation. San Francisco: Rockman et al. www.informalscience.org/reports/0000/0217/Youth_Radio_Final_Eval_Report_v2.pdf

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